What Are Students Thinking When They Pick Their Answer?Michael J. Sanger and Amy J. Phelps330 students were asked to answer a multiple-choice question concerning gas properties at the microscopic level and explain their reasoning. Of those who selected the correct answer, 80% provided explanations consistent with the scientifically accepted answer, while 90% of the students who picked an incorrect choice provided explanations with at least one misconception.Sanger, Michael J.; Phelps, Amy J. J. Chem. Educ.2007, 84, 870.

On the Buoyancy of a Helium-Filled BalloonJohn E. HarrimanIt is shown by expansion of the exponential in the barometric formula that the forces due to pressure acting on a balloon are of the form (PV/RT)Mg and that results agree with those suggested by Archimedes principle. Einstein's equivalence principal provides an answer to what balloons will do in an accelerated car. Harriman, John E. J. Chem. Educ.2005, 82, 246.

Atmospheric Chemistry |

Gases |

Kinetic-Molecular Theory |

Physical Properties

Evaluating Students' Conceptual Understanding of Balanced Equations and Stoichiometric Ratios Using a Particulate DrawingMichael J. SangerA total of 156 students were asked to provide free-response balanced chemical equations for a classic multiple-choice particulate-drawing question first used by Nurrenbern and Pickering. The balanced equations and the number of students providing each equation are reported in this study. The most common student errors included a confusion between the concepts of subscripts and coefficients and including unreacted chemical species in the equation. Sanger, Michael J. J. Chem. Educ.2005, 82, 131.

Using a Socratic Dialog To Help Students Construct Fundamental ConceptsEd DePierro, Fred Garafalo, and Richard T. ToomeyThis paper presents a Socratic dialog between a hypothetical instructor and student, which uses experimental evidence and operational definitions to introduce these concepts. The student's responses are based on those of many individuals in a college freshman chemistry course, and point out the difficulties associated with learning the concepts.DePierro, Ed; Garafalo, Fred; Toomey, Richard T. J. Chem. Educ.2003, 80, 1408.

Kinetic-Molecular Theory |

Constructivism |

Student-Centered Learning

Why Does a Helium-Filled Balloon "Rise"?Richard W. RametteThe article is a lighthearted, conversational exploration of the microscopic basis for Archimedes principle. The principle is discussed in terms of molecular collisions and density gradients in a gravitational field. Ramette, Richard W. J. Chem. Educ.2003, 80, 1149.

Assessing Students' Conceptual Understanding of Solubility EquilibriumAndrés RavioloA problem about solubility equilibrium is presented as a resource for the evaluation of students; it involves macroscopic, microscopic, and symbolic levels of representation, and allows one to assess whether students have acquired an adequate conceptual understanding of the phenomenon.Raviolo, Andrés. J. Chem. Educ.2001, 78, 629.

Kinetic-Molecular Theory |

Equilibrium |

Precipitation / Solubility

Using History to Teach Scientific Method: The Role of ErrorsCarmen J. GiuntaThis paper lists five kinds of error with examples of each from the development of chemistry in the 18th and 19th centuries: erroneous theories (phlogiston), seeing a new phenomenon everywhere one seeks it (Lavoisier and the decomposition of water), theories erroneous in detail but nonetheless fruitful (Dalton's atomic theory), rejection of correct theories (Avogadro's hypothesis), and incoherent insights (J. A. R. Newlands' classification of the elements). Giunta, Carmen J. J. Chem. Educ.2001, 78, 623.

Nonmajor Courses |

Periodicity / Periodic Table |

Kinetic-Molecular Theory |

Stoichiometry

Are Fizzing Drinks Boiling? A Chemical Insight from Chemical Education ResearchAlan GoodwinThe suggestion that fizzing drinks are examples of liquids boiling at room temperature has proved to be controversial among both chemists and chemical educators. This paper presents a case for believing this everyday system to be a good example of a boiling solution and the consequent separation of carbon dioxide from the solution to exemplify fractional distillation. Goodwin, Alan. J. Chem. Educ.2001, 78, 385.

Improving Teaching and Learning through Chemistry Education Research: A Look to the FutureDorothy GabelThe complexity of chemistry has implications for the teaching of chemistry today. That chemistry is a very complex subject is shown from the research on problem solving and misconceptions that has dominated the field during the past 15 years. New programs, particularly those supported with NSF funding, that are based on making chemistry relevant through problem solving and collaborative learning hold promise for reforming chemistry education. Gabel, Dorothy. J. Chem. Educ.1999, 76, 548.

Learning Theories |

Kinetic-Molecular Theory

Introduction of the Scientific Method and Atomic Theory to Liberal Arts Chemistry StudentsJames R. HohmanA simple classroom exercise utilizing net weights of envelopes containing varying numbers of BB's or paper clips can be used to illustrate and differentiate the steps of the scientific method: observation (with corrections) to get scientific facts, induction to arrive at laws, tentative explanation by hypothesis, experimentation to test the hypothesis, and final establishment of a scientific theory. Hohman, James R. J. Chem. Educ.1998, 75, 1578.

Nonmajor Courses |

Kinetic-Molecular Theory

A View of Science Education Research LiteratureWilliam R. RobinsonSummary of "The Effects of Computer Animation on the Particulate Mental Models of College Chemistry Students" by Vickie Williamson and Michael Abraham.Robinson, William R. J. Chem. Educ.1997, 74, 16.

A No-Cost Model of Liquid StructureAllikayala RamachandraiahThis article describes a no-cost and readily available model for visualizing the structure of a liquid.Ramachandraiah, Allikayala. J. Chem. Educ.1996, 73, 59.

Loschmidt and the Discovery of the SmallPorterfield, William W.; Kruse, WalterTranslation of J. Loschmidt's "On the Size of Air Molecules", the earliest determination from experimental data of the size of an atom (with notes).Porterfield, William W.; Kruse, Walter J. Chem. Educ.1995, 72, 870.

Measurement scales: Changing Celsius to Kelvin is not just a unit conversion Nordstrom, Brian H.The key to understanding the difference between Celsius and Kelvin lies in the different types of measurement scales. Students may have an easier time manipulating equations (such as gas laws) if they knew the difference between these scales.Nordstrom, Brian H. J. Chem. Educ.1993, 70, 827.

Does theory ever become fact?Wynn, Charles M.Now that we can "see" atoms, should the Atomic Theory be considered completely factual?Wynn, Charles M. J. Chem. Educ.1992, 69, 741.

Kinetic-Molecular Theory

Fast molecular motionKnox, KerroA demonstration that shows that molecules do indeed move very fast and over long distances in a short time when nothing is in the way.Knox, Kerro J. Chem. Educ.1992, 69, 574.

Does a one-molecule gas obey Boyle's law?Rhodes, GailBecause the kinetic molecular theory provides a plausible explanation for the lawful behavior of gases, it should be treated in enough depth to show students that the theory accounts for all of the important aspects of ideal gas behavior.Rhodes, Gail J. Chem. Educ.1992, 69, 16.

A new road to reactions. Part 1de Vos, Wobbe; Verdonk, Adri H.Suggestions on how to carry out discovery learning as a teaching method in chemistry; recommends several specific reactions for use in activities.de Vos, Wobbe; Verdonk, Adri H. J. Chem. Educ.1985, 62, 238.

Reactions |

Kinetic-Molecular Theory

A gas kinetic explanation of simple thermodynamic processesWaite, Boyd A.Proposes a simplified, semi-quantitative description of heat, work, and internal energy from the viewpoint of gas kinetic theory; both heat and work should not be considered as forms of energy but rather as different mechanisms by which internal energy is transferred from system to surroundings.Waite, Boyd A. J. Chem. Educ.1985, 62, 224.

But if atoms are so tiny...Kolb, DorisReviews the atomic theory, the laws of chemical combination, atomic weight scales, Avogadro's hypothesis, the development of the mass spectrograph, the meaning of atomic weight, and the difference between mass and weight in answering the question "If atoms are so small, how can we know how much they weigh?" [Debut]Kolb, Doris J. Chem. Educ.1977, 54, 543.

The definition of the rate of a chemical reactionCanagaratna, S. G.Most texts take it as obvious that the rate of a reaction may be defined in terms of changes in concentration; this definition is valid only if the reaction takes place without change of volume.Canagaratna, S. G. J. Chem. Educ.1973, 50, 200.

Diffusion of potassium permanganate as a lecture demonstrationConard, C. R.; Bent, H. E.Dropping crystals of potassium permanganate into a tall column of water leads to the slow dissolution and diffusion of the potassium permanganate throughout the column over a semester's time.Conard, C. R.; Bent, H. E. J. Chem. Educ.1969, 46, 758.

Transport Properties |

Aqueous Solution Chemistry |

Kinetic-Molecular Theory |

Solutions / Solvents |

Liquids

The heat of compressionGachic, L.Demonstrates the heat generated when a gas is compressed.Gachic, L. J. Chem. Educ.1968, 45, A569.

Kinetic energies of gas moleculesAherne, John C.The graph representing the distribution of kinetic energy among the molecules of a gas found in many textbooks is incorrect.Aherne, John C. J. Chem. Educ.1965, 42, 655.

Kinetic-Molecular Theory |

Gases

Determination of Avogadro's number by Perrin's lawSlabaugh, W. H.The experimental procedure for determining Avogadro's number by the Perrin method includes preparing a monodisperse colloid, ascertaining the mass of the particles, and making an accurate count of the number of particles at two points in the equilibrated colloid.Slabaugh, W. H. J. Chem. Educ.1965, 42, 471.

Kinetic molecular theory from a jukeboxEasley, W. K.; Powers, Glenn F.Uses dancers to various styles of music as an analogy for differences between the atomic and molecular motions in solids, liquids, and gases.Easley, W. K.; Powers, Glenn F. J. Chem. Educ.1960, 37, 302.

Textbook errors: II. Brownian motion and the stability of colloidsMysels, Karol J.The fact that colloidal solutions are frequently quite stable and their particles do not sediment when kept in bottles under normal laboratory conditions is frequently attributed the incessant agitation of Brownian motion.Mysels, Karol J. J. Chem. Educ.1955, 32, 319.

Kinetic-Molecular Theory |

Colloids

The kinetic structure of gasesSlabaugh, W. H.Describes a model that illustrates the kinetic properties of gases and ii use to demonstrate the effect of temperature changes on the motion of gas particles.Slabaugh, W. H. J. Chem. Educ.1953, 30, 68.

The overhead projector and chemical demonstrationsSlabaugh, W. H.Chemical demonstrations described for use with an overhead projector include the relative activity of metals, the electrolysis of water, the random motion of gas molecules, the action of metal couples, the relative strength of acids, the qualitative aspects of optical activity, and electrochemistry.Slabaugh, W. H. J. Chem. Educ.1951, 28, 579.

Metals |

Kinetic-Molecular Theory |

Acids / Bases |

Electrochemistry |

Aqueous Solution Chemistry

An improvised ultramicroscopeKiplinger, C. C.The ultramicroscope is an effective device for demonstrating the probability of molecular motion by its revelation of Brownian movement.Kiplinger, C. C. J. Chem. Educ.1951, 28, 42.